Course coordinator
Mrs Glenys Oberg
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 1
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
Becoming a teacher requires commitment and dedication to lifelong professional learning and personal growth through critical reflection. This course provides a further introduction to teaching through workshops and a block placement. Observation of practice will be provided to enable the opportunity to improve practice. Practice in the design and implementation of units/lessons will also be a feature of this course. The focus of this course is on the relationship between the national professional standards for graduate teachers and the work of a teacher. This course is developmental and builds on EDUC7530, providing a basis for the subsequent course, EDUC7540. The course will also build on and incorporate knowledge developed across the first and second semesters of the Master of Teaching (Primary) program. Blue Cards current through the period of the practicum are mandatory.
- As this course contains a professional experience component in a school, students are required to have a valid Blue Card for the duration of the placement.
- 30 days (6 week block) professional experience (except Turn to Teaching Internship Program students, who will complete 20 days (4 week block) professional experience).
For Semester 1, 2025, the mid-semester break for this course will be relocated to university week 8.
NOTE (For Sem 2 offering ONLY): This course runs to the standard Semester 2 calendar for coursework, with the 20 day block professional experience commencing in revision week and concluding one week after Semester 2 central examinations.
This course is designed to build on the knowledge and skills developed in EDUC7530. This course introduces in more detail theﾠAustralian Professional Standards forﾠTeachers at graduate levelﾠand will provide for measurement of personal professional growth against this standards framework.
Learning experiences in this course are structured to challenge and support preservice teachers in their development of a personal pedagogy informed by current best practice and critical reflection. This course is aimed to enable the progression from the design and implementation of individual lessons to the development and implementation of plans for sequences of lessons over consecutive days and weeks. The implemented lessons will allow the application of theories of learning and teaching in a practical context with some degree of autonomy and accountability.ﾠ Students will be expected to participate in micro teaching exercises each week incorporating the use of ICTs and enabling opportunities for critical reflection on practice.
The course will continue in the ﾠdevelopment of effective communication in a variety of situations particular to a school context. There is a focus onﾠteacher-student communication in the classroom setting, development of observation skills particularly in monitoring student understanding and engagement. A major emphasis in this course is on the teacher as a reflective practitioner.
Course requirements
Prerequisites
You'll need to complete the following courses before enrolling in this one:
EDUC7530 and successful completion or concurrent enrolment in 16 units MTeach (Primary) courses, plus a Blue Card and LANTITE attempt.
Restrictions
Restricted to Master of Teaching (Primary) program students.
Semester 2 only: Restricted to students in the Turn to Teaching Internship Program.
Course contact
Course staff
Lecturer
Mrs Glenys Oberg
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
There are 8 lectures and workshops
Participation in and attendance at 80% of workshops is required for sucessful completion of the course.
ﾠ
Aims and outcomes
The aims of this course are to:
- provide opportunity to develop understanding of the need to ensure that teachers are catering for the diverse range of learners in a classroom
- provide understanding of assessment requirements of schools and monitoring of progress in each lesson
- provide understanding of theﾠAustralian Professional Standards forﾠTeachersﾠand their impact on teaching and learning
- prepare students for a professional experience block placement
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate an understanding of schools as workplaces and be familiar with the statutory, ethical and other requirements that govern the work of teachers in schools.
LO2.
Demonstrate the application of professional and disciplinary knowledge to engage with curriculum, pedagogy, assessment and reporting of student outcomes, and use this knowledge to design lesson plans and learning experiences.
LO3.
Create inclusive, supportive and intellectually challenging educational environments, and use a range of resources including ICT, and a range of teaching strategies that engage all learners, and set appropriate learning goals for students of all abilities and from broad range of backgrounds.
LO4.
Demonstrate a range of verbal and nonverbal communication strategies to support student engagement.
LO5.
Demonstrate skills of critical reflection to evaluate student learning and assessment data and make informed decisions regarding student learning and required modifications to teaching practices.
LO6.
Demonstrate skills of and purpose for critical reflection and engagement with APSTs, colleagues and mentors to identify professional learning needs and develop achievable plans for personal professional growth and effectively engage with constructive feedback through the stages of preservice teaching and beginning teaching.
LO7.
Demonstrate clear, fluent, and coherent communication skills consistent with personal, professional and academic conventions.
LO8.
Demonstrate all teaching and professional requirements of the professional experience placement.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Quiz |
Policies & Procedures for Professional Experience
|
Pass/Fail |
7/03/2025 |
| Placement |
Supervised Teaching Practice
|
Pass/Fail |
21/04/2025 - 30/05/2025
The evaluation form is to be uploaded no later than 3rd June, 2pm |
| Notebook/ Logbook |
Professional practice log & critical reflection
|
Pass/Fail 1000 words |
6/06/2025 2:00 pm |
| Essay/ Critique |
PDP and critical reflection essay
|
Pass/Fail 1500 words |
13/06/2025 2:00 pm |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Policies & Procedures for Professional Experience
- Hurdle
- Mode
- Written
- Category
- Quiz
- Weight
- Pass/Fail
- Due date
7/03/2025
- Learning outcomes
- L01
Task description
Students must read the Policies and Procedures for Professional Experience Placements document and respond to the statement declaration on Blackboard by the due date.
Failure to do so will result in a withdrawal of the placement and the awarding of a grade of Fail for the course.
Statement: I have read, understood and will abide by the Policies and Procedures for Professional Experience Placements.
APST: 7.1, 7.2
Hurdle requirements
Poloicy must be read and understood before placement.Submission guidelines
Completion of declaration statement on Blackboard to acknowledge that the student has read, understood and will abide by the policies and procedures.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Supervised Teaching Practice
- Hurdle
- Mode
- Activity/ Performance
- Category
- Placement
- Weight
- Pass/Fail
- Due date
21/04/2025 - 30/05/2025
The evaluation form is to be uploaded no later than 3rd June, 2pm
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07, L08
Task description
You will undertake a 30 day block (six weeks) of Supervised Teaching Practice in the school assigned to you by the School of Education.
The practicum requires attendance EVERY day of these thirty days for the FULL teaching day and includes attendance for a period before and after the start and finish times for classes as required by the school.
Description: Appropriate teaching practice building to full lessons and to sequences of lessons through the six-week block in specific teaching area(s). Structured observation continues.
Illness preventing attendance must be notified to the Placements administration officer (education@uq.edu.au), your UQ Prac Facilitator, your supervising teacher and the school coordinator. Missed days must be made up and negotiated to the satisfaction of the school. Work is NOT acceptable as a reason for missing a placement day.
NOTE: all students are responsible for the collection of original evaluation forms. These are to be uploaded to Blackboard on completion of the practicum. Failure to upload the professional experience evaluation forms to the Blackboard site may result in a failing grade being awarded for the course. Please do NOT assume that your teacher will forward the form to the university or that the teacher will upload the form to Blackboard.
Students should refer to the Policies and Procedures for Professional Experience booklet for further information re the professional experience.
APST: 1.1, 1.3, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.4, 6.3, 7.1, 7.2
Hurdle requirements
Placement must be passed in order to pass the course.Submission guidelines
Submit via assessment link on Blackboard.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
If there are make up days to complete due to absence during the professional experience, please negotiate with your Course Coordinator and submit the report once these days have been completed
Professional practice log & critical reflection
- Hurdle
- Mode
- Product/ Artefact/ Multimedia
- Category
- Notebook/ Logbook
- Weight
- Pass/Fail 1000 words
- Due date
6/06/2025 2:00 pm
- Learning outcomes
- L02, L05, L06, L07
Task description
Part A – Professional practice log
During your six-week professional experience placement you are to keep a log of items collected, created, presented, modified/adapted that could be used as evidence to demonstrate your fulfilment of Standards Three, Four and Five of Domain Two - Professional Practice. You are to use the attached professional practice log to record, annotate and map your chosen items against the standards and the specific focus areas. You are to record 5 items - ideally you should aim to include items that address multiple focus areas and standards. Your annotation for each item should be approximately 150-200 words and should explain how the item demonstrates the identified focus areas (refer to the Graduate level descriptors to guide your annotations).
The chosen items must be attached as appendices to your professional practice log.
Part B – Critical reflection: Positive impact on student learning
You are to critically reflect on how you were able to demonstrate a positive impact of your teaching on student learning during your six-week block. The focus on impact does not imply that you must show evidence of student growth on national or jurisdictional standardised tests. Rather the focus is on demonstrating the impact that you as a preservice teacher have had on student learning.
You are to prepare a 1000-word essay that critically reflects on the positive impact of your teaching on student learning. Evidence of the impact on student learning could take the form of a case study. You may choose to collect, interpret and use data sources/evidence to inform and then adjust your teaching to impact on student learning. This data may be from student, classroom, school and/or systemic levels. For example, you could analyse selected work samples from one student early and later in your professional experience block, or you could consult with one student of interest to inform your identification of learning needs and then again at the end of the placement to identify where learning or development has occurred.
It is recommended that some of the items collected in Part A should be linked to this task and should be the evidence you use to inform and prepare your critical reflection. Academic literature is to be used throughout your response to support your writing. 6-8 references is recommended, using APA 7th edition.
APST 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.4
Hurdle requirements
Assessment must be successfully passed to complete this course.Submission guidelines
Submit via assessment link on Blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
PDP and critical reflection essay
- Hurdle
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- Pass/Fail 1500 words
- Due date
13/06/2025 2:00 pm
- Learning outcomes
- L05, L06, L07
Task description
You are required to complete a personal development plan (PDP) to identify your professional learning needs so far in the Master of Teaching (Primary) program. Using the PDP template on the course Blackboard site you are to evaluate your performance and knowledge against the Australian Professional Standards for Graduate Teachers. You should also refer to feedback provided by your supervising teacher(s) during your placement to assist your evaluation (e.g. lesson feedback, final evaluation).
Using your personal development plan you are required to write a 1500 word critically reflective narrative where you reflect on your performance during the six-week professional experience block and your courses covered in this program and identify where you need to improve your practice to better meet the learning needs of both you and your students. You should revisit the three professional learning goals that you identified in EDUC7530.
You will also need to reference relevant literature that supports your analysis of your development and the ways in which you are seeking personal growth (e.g. consider theories on reflective practice, pedagogy, learning etc.). You should aim to include 8-10 references in your reference list.
You should identify the ways in which your philosophy of teaching has evolved and changed since your first professional experience in EDUC7530. You will also identify and explain the strategies that you will put into place before and during your final professional experience (EDUC7540) and how these strategies will enhance your practice.
APST 6.1, 6.3, 6.4
Hurdle requirements
Assessment must be successfully passed to complete this course.Submission guidelines
Submit via assessment link on Blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Pass/Fails | Cut off % | Description |
|---|---|---|
| P | 50 - 100 |
Course grade description: Pass: Professional experience must be passed All criteria must be passed in order to pass each pass/fail assessment task. All assessment tasks must be submitted and passed in order to pass the course AND Meet the requirements of active participation in workshops and 80% attendance at workshops. Participation refers to your engagement in tutorials in ways that reflect the development of elements of appropriate values and dispositions for teaching as described in the Australian Professional Standards forﾠTeachers. |
| F | 0 - 49 |
Course grade description: Fail: One or more criterion/a failed in a pass/failﾠassessment task and/or did not submit all tasks and/or did not pass graded task and/or Did not meet the attendance and participationﾠrequirements. |
Additional course grading information
All assessment items must be passed to pass the course.
Students are expected to attend and participate in 80% of the workshops.ﾠ An alternative task/s due for completion ﾠprior to the commencement of the professional experience ﾠmay be requiredﾠ at the discretion of the Course Coordinator due to lack of attendance at workshops.
Supplementary assessment
Supplementary assessment is not available for some items in this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of AI/MT to support or inform assessment
Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Workshop |
Lecture and Workshop: Introduction Introduction to the course and explore factors for teaching success. Deepen understanding of the legislative, school and employing authority requirements, and ethical principles and practices in the teaching and learning process. Learning outcomes: L01, L03, L06 |
Week 2 (03 Mar - 09 Mar) |
Workshop |
Lecture and Workshop: Know your students Who are you teaching: Know your students and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse backgrounds. Learning outcomes: L03, L05 |
Week 3 (10 Mar - 16 Mar) |
Workshop |
Lecture and Workshop: Integration of ICT Using ICT to expand curriculum learning opportunities for students in ways that acknowledge and respond to issues of cyber safety, and ethical and responsible use. Learning outcomes: L02, L03, L05 |
Week 4 (17 Mar - 23 Mar) |
Workshop |
Lecture and Workshop: Unit Planning Unit Planning: Using curriculum and school calendar to design learning sequences and lesson plans. Learning outcomes: L01, L02, L03, L04, L05, L07 |
Week 5 (24 Mar - 30 Mar) |
Workshop |
Lecture and Workshop: Classroom Management Strategies to create and maintain safe and supportive inclusive learning environments. Learning outcomes: L01, L03, L04 |
Week 6 (31 Mar - 06 Apr) |
Workshop |
Lecture and Workshop: Assessment and Feedback Understanding how assessment data is used within a primary context (systemic data school, class, focus on students for example, NAPLAN) is used to evaluate student learning and modify teaching practice. Learning outcomes: L02, L05 |
Week 7 (07 Apr - 13 Apr) |
Workshop |
Lecture and Workshop: Preparing for Prac Preparing for Prac: Standards, legal issues, code of ethics, statutory obligations including safety and child protection policies. Maintaining ethical and professional relations with students and their families, caregivers and communities. Working collaboratively with colleagues and contributing effectively to professional teams. Learning outcomes: L01, L06 |
Week 8 (14 Apr - 20 Apr) |
No student involvement (Breaks, information) |
Mid Semester Break: Study Week, no workshop For Semester 1, 2025, the mid-semester break for this course will be relocated to university week 8. |
Multiple weeks From Mid-sem break To Week 13 |
Practical |
Professional Experience Thirty days of full time supervised practicum in a school setting. Learning outcomes: L08 |
Revision week (02 Jun - 08 Jun) |
Workshop |
Lecture and Workshop Professional learning, growth, and development: Use of reflection to identify areas for professional learning, growth and development as a teacher. Final assessment discussion. Learning outcomes: L06 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
You'll also need to be aware of the following policies and procedures while completing this course: